Department of Physics, Shahid Rajaee Teacher Training University, Lavizan, Tehran 16788, Iran.
10.48310/esip.2024.17596.1009
Abstract
Most advances in science and technology, during the past two centuries, rely on modern physics concepts developed in the early 20th century. The reliance is so profound that any improvement in science and technology literacy falters without an effective presence of these concepts in physics education. Taking a textbook evaluation perspective, the present study shows the extent to which the main parts of Iranian high school textbooks comprise of classical physics. It also discusses some complications and obstacles to the inclusion of the modern conceptions.In this paper, we have argued that one reason for the small share of the MP in school physics curricula might be the less intuitive nature of its concepts compared to that of the classical physics. Further, the mathematical structures of the MP theories are usually too abstract and complex to let students easily understand, while are more suitable for the skillful and gifted students (Johnston et al., 1998). Although both reasons are valid and may be regarded as two important obstacles to the integration of the MP into the school physics curricula, they can be simplified through adopting appropriate teaching methods (such as modelling and analogy) and avoiding the mathematical complexities (Kaur et al., 2017a, b, c).
Farzannahad, Y. (2024). Modern Physics in Iranian High School Textbooks. Physics Journal | Farhangian University, 1(1), 85-91. doi: 10.48310/esip.2024.17596.1009
MLA
Yousef Farzannahad. "Modern Physics in Iranian High School Textbooks", Physics Journal | Farhangian University, 1, 1, 2024, 85-91. doi: 10.48310/esip.2024.17596.1009
HARVARD
Farzannahad, Y. (2024). 'Modern Physics in Iranian High School Textbooks', Physics Journal | Farhangian University, 1(1), pp. 85-91. doi: 10.48310/esip.2024.17596.1009
VANCOUVER
Farzannahad, Y. Modern Physics in Iranian High School Textbooks. Physics Journal | Farhangian University, 2024; 1(1): 85-91. doi: 10.48310/esip.2024.17596.1009
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